Islamic Republic of Pakistan NAVTTC. National Vocational and Technical Training Commission (NAVTTC)

Transcription

1 NATIONAL VOCATIONAL & TECHNICAL TRAINING COMMISSION Islamic Republic of Pakistan NAVTTC National Vocational and Technical Training Commission (NAVTTC)

2 Pakistan National Vocational Qualifications Framework (NVQF)

3 2 National Vocational & Technical Training Commission (NAVTTC)

4 Table of Contents Abbreviations Used Preface Message from the Federal Minster for Education & Professional Training Executive Summary 9 1. Introduction The NVQF 13 Purposes of the NVQF 13 Management of the NVQF 13 Structure of the NVQF Quality Assurance 16 Quality assurance of NVQF qualifications 16 Quality assurance of the delivery and conduct of training 16 Quality assurance of assessment leading to standards on the NVQF 16 Quality assurance of the management systems 17 Monitoring and evaluation of the whole NVQF NVQF Guidelines 18 Qualifications 18 Pathways 19 Assessment 20 Curricula 22 Entry into NVQF qualifications and progression 22 Certification of achievement Developing NVQF Qualifications 26 Formulation of Qualifications 27 Developing Assessments for NVQF qualifications 29 Formulation of curricula Provision of foreign qualifications in Pakistan Relationship with international NQFs 32 3

5 Appendix 1 NVQF Management Bodies Roles and Responsibilities 33 Appendix 2 NVQF Level Descriptors 36 Appendix 3 Qualification Standards Committee 37 Appendix 4 Qualification Level and Credit 38 Appendix 5 Qualification Summary Documentation 39 Appendix 6 Conducting NVQF Assessment 41 Appendix 7 Qualification Curriculum Committee 44 Appendix 8 Glossary 45 Figures Figure 1 National Vocational Qualification Framework Structure 14 Figure 2: Pathways to achieve an NVQF qualification 19 Figure 3: Pathways for entry and progression in the NVQF 23 Figure 4: Overview of components in the development of NVQF qualifications 26 Figure 5: Steps in the process of formulation of a NVQF qualification 27 Figure 6: Example- National Vocational Certificate Level 2 in IT (Computer Graphic Design (Print Media)) 28 Figure 7: National Qualifications Curriculum Development Process 30 4 National Vocational & Technical Training Commission (NAVTTC)

6 Abbreviations used AT BTEs CB CBT CBET CCIs CQ CS CUs DACUM EQF IAGs IBCC ISCED LDs M&E NAVTTC NCRC NOSS NSS NSIS NTB NVC PNQF PNVQF PVTC QCC QR QSC QSSC RCC RPL SAARC SDA SDCs Apprenticeship Training Boards of Technical Education Competency-Based Competency-Based Training Competency-Based Education and Training Chambers of Commerce and Industries Certification of Qualification Competency Standard Competency Units Developing A Curriculum European Qualification Framework Industry Advisory Groups Inter Board Committee of Chairmen International Standard Classification of Education Level Descriptors Monitoring and Evaluation National Vocational & Technical Training Commission National Curriculum Review Committee National Occupational Skill Standards National Skill Strategy National Skill Information System National Training Bureau National Vocational Certificate Pakistan National Qualification Framework Pakistan National Vocational Qualification Framework Punjab Vocational Training Council Qualification Curriculum Committee Qualification Register Qualification Standard Committee Qualification Standard Sub-Committee Recognition of Current Competencies Recognition of Prior Learning South Asian Association for Regional Cooperation Skill Development Analysis Skill Development Councils 5

7 S&C Wing SSCs SSC TAs TEVTAs TLM TP TRSP TTBs TUs UAE Standards and Curriculum Wing of NAVTTC Sector Skills Councils Standard Setting Committee Trade Associations Technical Education and Vocational Training Authorities Teaching and Learning Material Training Program TVET Reform Support Program Trade Testing Boards Trade Unions United Arab Emirates 6 National Vocational & Technical Training Commission (NAVTTC)

8 Preface Pakistan is facing a variety of challenges in skills development. The existing workforce is largely characterized by low productivity relative to international standards and requirements. More than 70% of workforce is trained in the informal sector and the current TVET (Technical and Vocational Education and Training) system needs to be reformed to produce skilled manpower for National and International market needs. Pakistan National Vocational Qualification Framework (NVQF) has been developed in terms of the National Skills Strategy to promote competency based and demand driven training. The process for development of NVQF started in 2009 on the basis of a World Bank discussion paper on NQF Essentials and TVET in Pakistan. NAVTTC then launched TVET Reforms Support Program with the technical assistance of GIZ and funding by European Union, Germany, Netherlands and Norway. First draft of the Framework was evolved in December 2012 after a series of consultations with major stakeholders from public and private sectors. From April to December 2014, the draft was further reviewed on the basis of feedback received from our major implementing partners including TEVTAs, TTBs, BTEs and PVTC besides special contributions from private sector representatives. The NVQF provides policies and Guideline to ensure the quality of skills development in TVET. It sets out the possible pathways for entry, progress and achievement of a qualification including credit accumulation, equivalences and transfer from one qualification to another. It is designed to facilitate both horizontal and vertical progress by learners within the TVET system. It provides the basis for improving quality, accessibility and recognition of qualifications at national and international levels. This Framework is an overarching document, which is supported with several operational and procedural manuals in which details of operations and implementation procedure are given. A distinguishing feature of this document is that it covers the requisites of standardization and promotion of qualifications from a local perspective, specifically with reference to establishing equivalences with the informal sector. Besides, the element of equivalence is presently restricted to TVET sector only. In the next phase, National TVET qualifications will be extended to general education as well. NAVTTC is grateful for the valuable contributions of our TVET partners belonging to public and private sectors for successful completion of this important document. March 2015 Muhammad Imtiaz Tajwar Executive Director, NAVTTC National Vocational & Technical Training Commission (NAVTTC) 7

9 Message from Federal Minister for Education & Professional Training Pakistan is blessed with a tremendous human resource potential where around 60% of the population is below 30 years of age. This energetic youth is available for employable skills under a credible, reliable and internationally recognized TVET system for converting into a valuable dividend For Pakistan s Economy. The present era marks resurgence of TVET in Pakistan. Several reform-based initiatives are being taken for development of the technical and vocational education system in collaboration with private sector participation and with technical assistance of our valued development partners from the international community. One of the important components of these reforms has been the development and implementation of this Framework which aims at bringing a paradigm shift by making TVET delivery efficient and marketable across the world. It gives me immense satisfaction to recognize the outcome of an extensive consultation process with all TVET stakeholders that resulted in launching of the first version of Pakistan National Vocational Qualification Framework (NVQF). I am sure that this Framework will help in the establishment of a coherent national system of technical and vocational education qualifications system and promote Demand-Based training through an efficient assessment mechanism. Effective implementation of the Framework will lead to improvement in the overall quality of TVET in conformity with the National Skill Strategy and in pursuance of the National TVET Policy. Muhammad Baligh Ur Rehman Minister for Federal Education and Professional Training 8 National Vocational & Technical Training Commission (NAVTTC)

10 Executive Summary This first version of Pakistan National Vocational Qualification Framework (NVQF) is a national system of technical vocational qualifications aimed at improving quality of TVET outcomes that meet the needs of industry. It provides a national system of policies and guidelines for classification of qualifications, introduction of progression pathways for vertical and horizontal movement within the TVET structure and achievement of a qualification through credit accumulation, besides promoting recognition of qualifications at national and international levels. The framework also provides guidelines for recognition of prior learning. Key elements of the Framework are summarized as follows: NVQF Structure NVQF contains one pre-vocational level as entry route into TVET to cater for majority of the population who had little or no schooling but possess skills needed to be formalized and levelled for achieving the qualification. Levels 1 to 4 lead to certificate and level 5 leads to diploma. Each level of the qualifications is defined by a set of approved Level Descriptors describing the broad outcomes expected of achievers and the complexity of skills and knowledge at that level. They are used as guidelines for qualification developers and for designing of competency standards, assessment, course curricula and teaching and learning materials. Level 6 leads to B.Tech degree which currently exists in the Government Colleges of Technologies while levels 7 & 8 lead to M.Tech and PhD degrees in higher TVET system. Quality Assurance NVQF ensures quality through five major interrelated and interconnected systems namely, development and revision of qualifications as per skill demand of the employer and labour market, delivery and conduct of training through accreditation of the training institutions, assessment through a consistent and authentic assessment system, management through introducing quality management system in NVQF implementing organizations and periodic monitoring and evaluation of the whole Framework. Monitoring and Evaluation An external monitoring and evaluation system is proposed to ensure that NVQF goals are being met appropriately, the level structure of the NVQF is apt, the interrelated and interconnected systems are working properly as per satisfaction of the employers and labor market and NVQF management system is efficient and effective. Multiple learning pathways for entry and progression NVQF comprises of multiple pathways to enter, achieve and progress through NVQF qualifications. It includes institutionbased training in both public and private training institutions (formal entry), work-based training including apprenticeships (non-formal entry) and recognition of prior learning/ entry through direct skill assessment (informal entry). NVQF qualifications will thus be achievable and entry and progression in NVQF at the respective level will be available for National Vocational & Technical Training Commission (NAVTTC) 9

11 individuals coming from different pathways and will depend on attainment of skills after passing through the prescribed assessment system. They will be able to enter appropriate levels of the NVQF or get recognition of limited range of skills applicable to a particular job. NVQF assessment NVQF defines assessment as judging an individual s performance against defined competency standards. It proposes competency assessment pathways such as participating in a training course at an accredited training institution, participating in work place training, work place assessment and direct assessment through Recognition of Prior Learning (RPL). Each pathway leads to the same end-point of assessment against the defined national competency standards for qualifications on the NVQF. The end-point of assessment will be either a full qualification certification or a statement of achievement. Development of NVQF qualifications NVQF qualifications will be developed in response to labor market demand and national priorities. The steps proposed include skill demand analysis based on DACUM job analysis and standardization of the competencies. These steps are completed in a sequence and once the competencies pertaining to that particular qualification are standardized through development of competency standards, the interrelated steps including development of curricula, teaching and learning materials and assessment will be undertaken. 10 National Vocational & Technical Training Commission (NAVTTC)

12 1 Introduction The National Skill Strategy identified specific reforms in the TVET system of Pakistan including reforms related to the development and implementation of a national vocational qualifications framework for Pakistan. The first reform element is to provide relevant skills for industrial and economic development through competency-based and demand-driven training besides reforming the apprenticeship system. The second reform element is to improve access, equity and employability of the workforce by making training delivery flexible, integrating informal economy workers in TVET system and enhancing mobility of skilled workers with improvement of their status. The third reform element is to assure quality by establishing a National Qualifications Framework, registering and accrediting institutes and reforming institute management with training of trainers for competency-based training. The NSS reform agenda is consistent with global trends (ILO Global Trend Report 2014), which emphasizes on addressing inactivity and skill mismatch in TVET through active labor market policies. Majority of the countries, especially APEC, European Unions and Asia Pacific have developed their national vocational qualifications frameworks. The Pakistan NVQF provides a coherent structure of policies and guidelines that ensure the quality of delivery and achievements in TVET by providing a national system of defining and classifying qualifications. The main contents of NVQF document can be grouped in to sections such as: Section 1 describes the purpose, management and structure of the NVQF. It also indicates the rationale for pursuing for NVQF, key role of various agencies in NVQF management and implementation and progression levels. Pre-vocational level 0 is defined to meet the basic TVET entry needs and five levels (Level 1 to 5 from certificate to diploma) to provide a clear pathway in TVET and entry into Higher Education degree levels. In the first phase of NVQF implementation, qualifications from level 1 to 5 have been included. The aspect of equivalences between NVQF and general and higher education sector will be taken up after completion of the initial stages of NVQF implementation. Existing qualifications and equivalence arrangements will continue until replaced by new qualifications. Section 2 defines qualifications, developing NVQF qualifications and levelling of the qualifications, possible pathways for entry, progress and achievement of a national qualification including credit accumulation, equivalences and transfer from one qualification to another. It also provides guidelines for fair, valid, consistent, sufficient and authentic assessment, curricula development, and recognition of prior learning. National Vocational & Technical Training Commission (NAVTTC) 11

13 Section 3 briefly outlines the provision of foreign qualifications in Pakistan and relationship with international NQFs. Section 4 consists of appendices which include NVQF Management bodies roles and responsibilities, description of NVQF levels and their descriptors, roles and TORs of Qualification Standard and Curriculum Committees, Qualification levelling and credit values, template of a single qualification summary sheet, and rules for conducting NVQF assessment. A glossary of terminologies used in the NVQF document has also been appended. Separate detailed procedural and operational manuals on each aspects such as Guidelines on Assessment, Certification, Accreditation to deliver assessment services, Information System, Equivalences, Recognition of Prior Learning etc. supports this NVQF. 12 National Vocational & Technical Training Commission (NAVTTC)

14 2 The NVQF Purposes of the NVQF The purposes of the NVQF are to: Enhance the quality of vocational and technical education and training by determining clear qualification levels and by creating transparency for employers concerning the qualifications of applicants. Improve the alignment between qualifications, training programmes and skill demand. Establish a structured national framework for vocational and technical learning achievements based on defined levels and characteristics. Standardise the system of defining the characteristics and value of qualifications and the relationships between qualifications. Promote upskilling of the population and to facilitate horizontal and vertical movement within the skill development system through expanding pathways for progression and facilitating credit accumulation and transfer. Facilitate the Recognition of Prior Learning (RPL) to provide mechanism that allows individuals to gain recognition of the skills that they have. Contribute to international recognition of Pakistani qualifications by improving the credibility, portability and recognition of NVQF qualifications nationally and internationally. Establish validity and reliability through a comprehensive and coherent quality assurance system that assures the quality of qualifications, training and assessment programmes and certification. Support new ways of standardising technical and vocational training. Management of the NVQF The NVQF is a national qualification system. The NVQF will be managed though a national management system led by a competent body and constituted to include the interests of industry groups/ employers as well as federal and provincial authorities. At the moment NAVTTC is the managing organization, which may establish a separate NVQF Support Unit manned with professionally trained staff. The key roles of the various agencies in the national management system are as follows: National Vocational & Technical Training Commission (NAVTTC): NAVTTC is the normative body at the national level responsible for facilitation, coordination and regulation of technical education and vocational training in the country under NAVTTC Act Provincial Technical Education & Vocational Training Authorities (TEVTAs): responsible for the implementation of the National Vocational & Technical Training Commission (NAVTTC) 13

15 competency-based training (CBT) programmes. Board of Technical Education (BTE) and Trade Testing Boards (TTB) responsible for the operation of NVQF compliant assessment. Industry Advisory Groups (IAGs): Industry representative bodies which will support the identification of priority demand; the development of skills competency-standards, qualifications and curricula. (For further information see Appendix 1 which provides the detailed functions, roles and responsibilities of each NVQF governance and management agency) Structure of the NVQF The NVQF is intended to provide a distinct pathway for Technical and Vocational Education and Training (TVET) within the overall national qualifications structure. NVQF (Figure1) contains one Pre-vocational level designed to meet the basic TVET entry needs of the majority of the population with little or no schooling, and five levels (Level 1 to 5 from certificate to diploma) to provide a clear pathway in TVET and entry into Higher Education degree levels. As the National Qualifications Framework (NQF) develops including other sectors of education (general and higher education), other pathways and equivalences will develop between TVET and general education enabling horizontal as well as vertical movement between the sectors. Each Level of the qualifications framework is defined by a set of approved Level Descriptors (Appendix 2). These describe the broad outcomes expected of achievers at that level. The Level Descriptors describe the level of complexity of skills and knowledge at that level. They are used as guidelines for qualification developers and for the design of competency standards, assessment and training programs, course curricula and teaching and learning materials. The NVQF is the point of active guidance and integration of five interacting systems which, if properly coordinated ensure the achievement of the NVQF purposes- the qualifications development system, the assessment delivery system, the training delivery system, the national skills certification system and the national quality assurance system. Figure 1: National Vocational Qualification Framework Structure 14 National Vocational & Technical Training Commission (NAVTTC)

16 Note: Qualifications from level 1 & 5 have been included in the first phase of NVQF implementation. The individuals have already the option to move for higher degree at Bachelor level. The qualifications for levels 7 & 8 will be progressively developed in the next phase of NVQF. The issue of equivalences between the NVQF and general education will be taken up in detail after the initial stages of implementation. The NVQF will be implemented progressively. Existing qualification and equivalence arrangements will continue until replaced by new qualifications. Transition arrangements will be put in place as part of the implementation of each new qualification. The transition arrangements will allow existing trainees to complete the programme that they had started. New enrolments will enter the new qualification programme. The transition arrangements will also ensure the on-going credibility of existing graduates National Vocational & Technical Training Commission (NAVTTC) 15

17 3 Quality Assurance The quality assurance in the NVQF will be done through systematic operation under the following five major interrelated and interconnected systems: Quality assurance of NVQF qualifications All qualifications will be developed and/ or revised through the prescribed processes and the six steps stipulated in Section 6 of this document (Figure 4) to ensure they meet the skill demand of the employer and that competency standards and curricula are developed with inbuilt assessment plans and finally levelled and registered on NVQF. A summary sheet (Appendix 5) will be prepared for each qualification that contains title, level, total credit, competency units and level and credit hours allocated etc. for ready reference of the stakeholders/ users. NAVTTC will coordinate and manage the development and revision of qualification in collaboration with provincial stakeholders including National Skill Information System (NSIS) and Industry Advisory Groups and prepare and issue the qualification cover sheet. Quality assurance of the delivery and conduct of training All TVET institutions, work places and other organizations providing training and/ or assessment services leading to the NVQF will need to be accredited by NAVTTC in collaboration with TEVTAs, PVTC, BTEs and TTBs against the set accreditation criteria. The accreditation manual describes the criteria and minimum standards and requirements for accreditation of training institutions. The maintenance of accreditation status of training institutions will be through the periodic surveillance audit done by the team of NAVTTC certified auditors. The certificate of accreditation may be withdrawn if the institution fails to abide by the prescribed accreditation requirements and the minimum standards. Quality assurance of assessment leading to standards on the NVQF PVTC, BTEs and TTBs will be the major assessment and certification bodies within the TVET system in the country. The requirements for accreditation as NVQF Assessment and Certifying body are set out in NAVTTC s Accreditation Manual. Section 5 (c) of this document describes assessment system which supports fair, valid and consistent assessment. Details of the operation of assessment will be in a separate operational manual. NAVTTC will ensure that a pool of trained and qualified assessors is maintained who, while assessing students, use standardized tools to document performance. NAVTTC will implement systems through the PVTC, TTBs and BTEs to ensure that the assessors and they get opportunity to share a common understanding of any competency being assessed to ensure consistency at the national level. 16 National Vocational & Technical Training Commission (NAVTTC)

18 Quality assurance of the management systems NAVTTC, at the national level, and TEVTAs, PVTC, BTEs and TTBs at the provincial levels are the responsible agencies for the management of the operation of NVQF. These bodies will require to have a coherent organisational quality management system comprising policies, procedures and processes to ensure the continued relevance, appropriateness and effectiveness of the education, training and assessment services offered. To ensure international comparability NAVTTC will join appropriate international education and training quality assurance networks and participate in the peer review processes of the international quality assurance associations. Monitoring and evaluation of the whole NVQF NAVTTC, through periodic external monitoring and evaluation in collaboration with stakeholder institutions, will evaluate the performance of the NVQF and ensure that: The NVQF goals are still appropriate The goals are being met The structure of the NVQF is still appropriate the quality criteria for registering qualifications, accrediting training providers and delivering assessment are still relevant the management of the NVQF system is effective and efficient employers are satisfied with the quality of the graduates with NVQF qualifications National Vocational & Technical Training Commission (NAVTTC) 17

19 4 NVQF Guidelines Qualifications In line with international definitions, an NVQF qualification recognises achievement of outcomes. It says nothing about the process or sequence or timing of teaching and learning. That is the role of curricula. The qualification is not defined by time or by the type of institution or location. It is defined by the competency-standards to be achieved at the required level. Achievement of the qualification is the formal outcome of the NVQF assessment and validation process. It is achieved when an Assessment and Certification body determines that an individual has achieved the industry-defined competencies to the given standards. NVQF qualifications must be defined by industry through the Qualification Standards Committee. (See Section 5 Formulation of Qualifications for more detailed information) Qualification titles Qualifications that are registered on the NVQF by NAVTTC will be called NVQF qualifications and may be titled as national qualifications. Qualifications that are not registered on the NVQF may not be called NVQF qualifications or use the terms national in their titles. NVQF qualification titles must also include the type of qualification (certificate, diploma) the NVQF level (Level 1-5) and the occupation specialisation. e.g. National Vocational Certificate Level 1 in Hospitality (Cook) Levels All NVQF qualifications must be levelled against the NVQF Level Descriptors (See Appendix 4). Levels indicate the relative complexity of the competencies that make up the qualification. Levelling the qualification also provides some information on the relationship between qualifications and their relative value. The levels will be calculated and assigned by the Qualification Standards Committee Credit All NVQF qualifications will also have a credit value. The credit value is an indication of the relative volume of learning that has been estimated by the Qualification Curriculum Committee as being necessary to cover the curriculum. One credit is the equivalent of 10 hours of learning. As a result an estimate of 300 hours of learning would be 30 credits (See Appendix 4). Credits will be allocated at the level of the competency-standard / module. Individuals will accumulate the achievement credit record as they successfully achieve the assessment of the competencies / modules. The relevant TTB or BTE will enter the data into the national achievement record information system. 18 National Vocational & Technical Training Commission (NAVTTC)

20 Characteristics All NVQF qualifications are competency-based and are made up of groups of competency standards developed through job analysis. NVQF qualifications are attained by achieving all the competency-standards for the qualification. National Vocational Certificate Level 1 to 4 The NVC 1 to 4 prepare students from a semi-skilled person to a professional who possess necessary knowledge of an area of work or study from elementary to comprehensive knowledge as per level requirements, skills required to carry out and complete the tasks as per level complexity, and take the responsibility from limited supervision (Level 1) to full autonomy (Level 4). Diploma Level 5 The diploma prepares students to become specialist having advanced theoretical knowledge of an area of work or study, possess mental, technical and practical skills to complete complex tasks, and carry out planning & development with complete accountability. Pathways NVQF qualifications are defined as objects that are independent of the learning and assessment pathways that lead to the qualification. Individuals may achieve the outcomes through a number of different pathways. The Pakistan TVET system accommodates four pathways for participation and achievement: Off-job institutional based training (Formal System) On-job work place training including apprenticeships (Non-Formal System) Recognition of prior learning and / or recognition of current competencies (Informal System) As a result the NVQF accommodates multiple pathways to achieving a qualification- institutional based training in both public and private training organisations, work-based training including apprenticeships and other dual-track arrangements. In addition individuals may gain achievement through recognition of prior learning / or direct assessment (See Figure 2). Individuals may also participate in one or more of the pathways. Figure 2: Pathways to achieve an NVQF qualification National Vocational & Technical Training Commission (NAVTTC) 19

21 Assessment is the key element in standardising the system. All candidates attempting to achieve the same competencystandards will need to submit to the same required assessment of competency no matter which pathway they are on. The right side of Figure 2 above shows that the individuals either coming from formal institutional-based system or coming from work-based and non-formal/informal system can achieve NVQF qualifications (which are levelled 1 to 5) after passing through the prescribed assessment system. Institutional-based training follow the curricula and learning material for which standards and curricula exist. Work-based learning following their own programs and training material will need accreditation to comply with NVQF levels. Individuals seeking recognition of prior learning/ recognition of current competencies will need to apply to an accredited institution or assessment organisation for assessment and to have their achievement recognised at the appropriate levels. The individual will also be advised about any remaining competencies they need to achieve the NVQF qualification and ways they may achieve them through further assessment or training courses. Assessment Assessment is the key to achieve the NVQF qualification through whatever the pathway an individual is coming from. Hence implementation of NVQF requires a comprehensive assessment system that caters for the needs of all individuals whether they are coming from formal system or informal/non-formal systems. NVQF assessment includes the full range of activities that clarify a candidate s skills, knowledge and attitudes and it includes demonstrations, simulations, presentations, assignments, projects, creations, tests, examinations etc. All NVQF assessment is competency-based assessment which is the assessment of an individual s performance against defined competency-standards. Individuals are not compared against other individuals. They do not receive scaled grades rather, they are graded as Competent or Not-Yet-Competent. Competency-based assessment does not need to be controlled by time. There is no need for an individual to complete a course of learning before they can be assessed. Assessment can take place at any convenient time. That does not mean that individuals should not participate in training courses. Training courses provide a planned and systematic way to learn and practice all the skills that will be assessed and as a result will improve the chances of a person achieving the competency that is the goal. Competency-based assessment is not limited to just the formal pathway in order to achieve competency. There are several pathways that individuals may take to be assessed for national competency on the NVQF: Participating in a training course at an accredited training organisation; Participating in work place training Work place assessment Direct assessment through Recognition of Prior Learning (RPL) or Recognition of Current Competencies (RCC) Each pathway leads to the same end-point of assessment against the defined national competency standards for qualifications on the NVQF. 20 National Vocational & Technical Training Commission (NAVTTC)

22 NVQF assessment involves the evaluation of evidence to make a judgement as to whether an individual is competent in the performance of defined skills to the required standard. It is about (1) the collection of evidence regarding the candidate s performance against the standard and (2) the judgement of the evidence. It is usual for candidates to be assessed through a number of different opportunities requiring them to demonstrate the same skill. This can be done through testing the separate skills and / or through integrated assessment where the assessment task integrates a number of skills in a reasonably authentic way. NVQF assessment that is fair, valid, consistent, sufficient and authentic Any assessment system needs to be able to demonstrate that the assessment tasks and judgements are fair, valid, consistent, sufficient and authentic. As a result a national system includes moderation processes to be able to provide assurance that the assessment tasks and judgements that are made for any competency are the same as or equivalent to any others that are being administered anywhere in the national system for the same competencies. Example: Moderation of assessment monitors the assessments that are being made and provides feedback to the assessors about what the acceptable standards are. It looks at patterns of decisions and provides feedback that reduces variability. Two TTBs are conducting assessments for the same standards in the same qualifications that are to do with cabinet joinery. The activity will involve the assessors having to decide whether the students have produced the right joinery to the right standard. Each TTB is has two assessors conducting the assessment in different institutions and work places. How can all parties be confident that the assessors are all making similar judgements about competency? There are a number of possible solutions but the best ones would involve making sure the assessors had been to some training where they learned what was acceptable. They would have evidence guides. The TTBs would have a system to sample a number of assessments from different assessor and to discuss variations with assessors. NAVTTC would have a sampling system that checked on assessments across the country. Feedback would be provided at all levels to gradually improve the assessment judgements. Consequently NVQF assessment has several aspects: Clear statements of the performance standards required Assessment packages that include assessment guidelines and tasks to collect evidence of performance against those standards Trained and certified competency-based assessors capable of conducting assessment and making the judgement of whether the performance meets the standard Assessment and Certification Bodies in the form of PVTC, TTBs and BTEs that manage the training and certification of the assessors, schedules of assessment activities and systems for moderation of assessment at both intra-provincial and inter-provincial levels. NAVTTC conducting studies of national patterns of achievement, audits and investigations. This will involve analysis of assessment results for the same qualification from different parts of the country, different institutions and different assessor to compare performance levels. Periodic audits of operational procedures will also take place. Any discrepancies will be investigated further. National Vocational & Technical Training Commission (NAVTTC) 21

23 Section 6.2 describes four steps to develop the assessment plan for NVQF qualifications. Operational detail of the assessment system/ procedures will be in operational manual. Curricula The main mandate of the apex body, NAVTTC, is to prescribe qualification and competency standards. Based on those competency standards, NAVTTC and provincial and other agencies develop the competency based curricula, to be finally approved and notified by NAVTTC. NVQF qualifications will have curricula linked to the qualification. The curricula are designed to provide guidance for systematic training programmes. Institutions and enterprises providing formal training programmes leading to the NVQF qualification will be required to base their training programmes on the approved curriculum. The curricula will be developed by the Qualifications Curriculum Committee as part of the development of the qualification. The curriculum development will follow the prescribed process described in Section 6. The Qualifications Standards Committee and the Qualifications Curriculum Committee will gradually replace the existing IAG- NCRC mechanisms as the NVQF is implemented. Section 6.3 (Figure 6) describes the curriculum development process which includes, development of a curriculum including a sequenced modularised learning programme guide and the development of training and learning materials guidelines Entry into NVQF qualifications and progression General principles Entry and progression in the NVQF will depend on attainment of skills. The conventional concept of entry and progression is for a cohort of students to enter basic or Level 1 training and then progress level by level through the system. This is a valid pathway for people who are within the formal training system and has great value. However, individuals that have already acquired skills through previous formal, non-formal or in-formal learning including work experience and apprenticeship certificate training will then be able to enter at appropriate levels of the NVQF through the RPL/RCC pathway. In many cases RPL/RCC pathways may not involve individuals that are seeking a full qualification at a particular level but rather will involve individuals that are seeking recognition of a limited range of skills applicable to a particular job or employment opportunity. As a result the NVQF recognises broad pathways for entry and progression (Figure 3). The first pathway is the conventional training pathway used by the formal institutional training and apprenticeship tracks. This pathway is, as it always has been, most applicable to individuals that are progressing through formal training systems. It provides the pathway for progression 22 National Vocational & Technical Training Commission (NAVTTC)

24 through systematic training programmes and results in the individual achieving the whole qualification before moving to the next higher level. The second pathway accommodates individuals that have acquired skills through informal learning. It allows the individual Figure 3: Pathways for entry and progression in the NVQF to have their skills assessed and entered into their Record of Achievement. Their achievement then allows them to enter the NVQF at the appropriate levels. Example: A man in his early 40 s has worked as an auto-mechanic for 25 years. He has had no formal training or certification but he is a skilled mechanic applies to have recognition of his skills through RPL/RCC. As a result of the assessment he is issued with a Record of Achievement that lists the competencies that he has. This allows him to enter further training at the appropriate level without having to start at the lowest level and work his way up. It may also assist him to gain better employment. Recognition of Prior Learning/Recognition of Current Competencies The NVQF recognises Recognition of Prior Learning (RPL) and / or Recognition of Current Competencies as legitimate forms of assessment, which, when implemented fully, will provide a mechanism for many individuals who have skills that have not been certified to gain recognition for those skills. The two terms have slightly different meanings but taken together provide the opportunity for accelerated recognition. RPL is the process in which the individual s previous learning outside the formal system is recognised as sufficient to meet the necessary standard of current competency/ies and as a result the individual can be given recognition of those skills and the appropriate certificate can be issued. National Vocational & Technical Training Commission (NAVTTC) 23

25 RPL usually refers to a process that examines evidence of past learning and experience. The candidate seeking RPL is required to provide evidence of past learning and the use of the skills that are the focus of the assessment. Presentation of a portfolio that shows the evidence is usually required. It may include qualifications that have been achieved in the past that provide evidence of the acquisition of relevant skills or of qualifications that may be comparable or equivalent, records of employment, references from employers attesting to skill competencies. The process usually includes an interview a certified assessor from the relevant PVTC or TTB or BTE as appropriate. RCC is the process in which the competency/ies currently possessed by an individual can be assessed against the relevant unit of competency and may be given recognition through the issuance of appropriate certificate. Process The RPL/ RCC processes will be managed by the appropriate Assessment and Certification bodies. Individuals seeking RPL/ RCC assessment will apply to the Assessment and Certification body through an accredited training and/or assessment organization. The assessment process will be conducted by a certified assessor and will involve: Presentation of evidence that the applicant has skills that meet the competencies that are being sought. This would include: 1. Evidence of any earlier training and/ or, 2. Record of employment and use of the skills and/ or 3. Reference from employer or other reliable person, knowledgeable in the skills attesting that the individual has the skills and/ or. 4. An interview with the assessor allowing the individual to explain the skills they have in relation to the competencies they wish to have certified 5. And possibly a challenge test if the assessor needed to confirm the truth of the evidence from the other sources. The challenge test could be a practical demonstration, a written or oral test, or an assignment. The Assessment and Certification body, in consultation with appropriate accredited training organisations, will schedule RPL/RCC assessments are appropriate times to allow the efficient assessment of groups of individuals in the same areas of specialisation. Results will be recorded in the NVQF information system and the certificates and Records of Learning will be issued Equivalences The NVQF will provide information on the equivalences between qualifications. In general terms qualifications at the same level of the qualifications framework in similar fields may be understood to be comparable. However, identifying qualifications or parts of qualifications as equivalent means that one qualification or some of its parts can substitute for the equivalent parts in the other qualifications. This arrangement allows learners to accelerate the acquisition of qualifications within the NVQF. As the NVQF qualifications become recognised by other countries as equivalent there will be opportunities for international cross recognition. Identification of equivalences between parts of qualifications within a single qualifications framework is the most common activity. As a result there are 3 common types of equivalence recognised within the NVQF: 24 National Vocational & Technical Training Commission (NAVTTC)

26 Horizontal transfer This occurs where two qualifications at the same level have some common competency-standards. As a result the individuals that achieve those competency-standards are credited with that achievement in both qualifications. This reduces the amount of additional learning needed to achieve the second qualification. It may be added here that generic and job specific competency standards of each trade may match but core/ specific occupation competencies may differ and may not be horizontally transferred. For example, in Beautician trade, Beauty Therapy (level2) and Skin Care (Level 2) qualifications have same common competency standards such as Managing the Saloon, Performing Manicure and Pedicure which are horizontally transferable and can be credited for achievement. Vertical overlap This can occur where a qualification at a higher level has some common competency-standards with a qualification at a lower level. As a result individuals in the lower level will have gained credit towards the higher level qualification. This reduces the amount of additional learning needed to achieve the second qualification. For example, in the Hotel Industry trade, Chef De Partie (Level 3) and Cook (Level2) qualifications have common competency standards such as Operation and coordination in the kitchen, Preparation of various dishes etc. which can be vertically transferred and can be credited for higher level achievement. Bridging/Second Chance This is where assessment in recognition of prior learning allows (a) entry to an advanced programme; or (b) allows for some credit towards an advanced programme; or (c) identifies a skills gap requiring credits from a bridging programme. The Qualification Sheet (Format at Appendix-5) prepared for each qualification and endorsed by the Qualification Standard Committee and Qualification Curriculum Committee would provide necessary detail of each qualification in terms of level, credit hour, competency standards as a reference for above mentioned three types of equivalences. Equivalence links with the general and higher education qualifications framework will be progressively developed by NAVTTC. In collaboration with general education and higher education sectors respective authorities. The present structure of technical education for progression from Level 5 Diplomas (3 years DAE course at polytechnics) to Level 6 Bachelor degree (B.Tech at Colleges of Technologies) would remain in force. Certification of achievement The NVQF has two forms of certification. The first, known as the Record of Achievement, is a regularly updated listing of the competency standards that have been achieved by an individual. The second form of certification is the Certificate of Qualification. This certificate is issued when an individual has achieved all the competencies required for the qualification. The certificates will be issued by PVTC, TTBs and BTEs. All certificates will comply with the NVQF national standardised format. National Vocational & Technical Training Commission (NAVTTC) 25

27 5 Developing NVQF Qualifications Qualifications will be developed in response to labour market demand and national priorities. Hence skill demand analysis is the first step in the qualification development process followed with DACUM job analysis and standardisation of the competencies (Figure 4). The above mentioned three steps are followed in a sequence and once the competencies pertaining to that particular qualification are standardized i.e. the competency standards developed, the interrelated linear processes comprising the development of curricula, teaching and learning materials and assessment are undertaken. Each competency standard of a particular qualification consists of competency units which are elaborated in terms of learning outcomes under performance criteria and knowledge & understanding. It also consists of NVQF level assigned, credit hours allocated, requirements for progress and achievement and pathways & equivalences. The competency standard then forms the basis for curriculum and teaching and learning material development and finally the assessment plan and its requirements. Figure 4: Overview of components in the development of NVQF qualifications 26 National Vocational & Technical Training Commission (NAVTTC)

28 NAVTTC will oversee the process of developing and registering a qualification, development of assessments, formulation of the curriculum and development of the TLMs. Industry will be involved at all stages and will engage in the process though (1) the involvement of industry representatives in the Qualification Standards Committee (See Appendix 6 for TORs) and (2) in the Qualification Curriculum Committee. (See Appendix 7 for TORs). These committees are ad-hoc committees and will be constituted by NAVTTC in response to demand. The committees will include industry experts and specialist educators. Formulation of Qualifications A qualification registered on the NVQF is a national qualification which can be attained by any individual that meets the defined standards. It is intended to be credible and acceptable within the employment market with the backing of both the relevant industry and the Government of Pakistan. To that end the development and documentation of a NVQF qualification will follow a prescribed process (Figure 4) and will consider a range of issues that not only define the characteristics internal to the qualification but also indicate its relationship with other qualifications. This process will be coordinated by NAVTTC with the relevant Industry Advisory Groups (IAGs). Skills demand information will be provided by the National Skill Information System (NSIS) and the IAGs. In the normal course of events the Qualification Standards Committee will not develop single isolated qualifications but will define a set of interrelated qualifications. This will support the development of interconnections and equivalences that facilitate vertical and horizontal progression through the NVQF. Figure 5: Steps in the process of formulation of a NVQF qualification National Vocational & Technical Training Commission (NAVTTC) 27